Action Research on School Leadership for students

Introduction

School leadership has emerged as one of the most significant priorities in education.

The pressure on schools to be more productive and efficient has resulted in a variety of school

leaders. To response to this problem, there has been an increased need to strengthen the

quality of school leadership. Data was gathered through open-ended attitude interviews,

observations, and research journals. The researcher analyzed the data using group interpretive

sessions and inductive analysis. Among the primary findings was that peer collaboration

positively improved the principal's capacity to lead.

Purpose and Significant of this Study

This action research is conducted mainly to determine the school's leadership in the

classroom and in school. This action research talks about how the school shows leadership to

the students.

Research Questions

1. What are the experiences of the pupils in the classroom?

2. What are the reasons why school leaderships are important for students?

3. What is the objective of leadership in school?

Review of Literature

School leadership development and practice in the Philippines are affected by a rich

history that has helped define policy and education in a diverse cultural context. Periods of

Spanish and American colonialism challenged key Filipino ideals of community and kinship and

affected how modern school leadership training and development take place in the Philippines.
Kinship dynamics, which have always been essential to the Filipino notion of self and the way

individuals connect with others, further frame the role of school leaders in the Philippines.

Historical, policy, and cultural aspects all have an impact on the training and growth of school

leaders in the Philippines. These reveal themselves in both the path educators follow to become

administrators and the manner they develop and apply their talents once on the job (de Guzman

& Guillermo, 2007). In this chapter, we will look at how the history of the Philippine educational

system interacts with current policies and cultural factors to affect how leaders are prepared and

how they gain and develop skills while working in schools.

Method

The data is very much related to the study because the respondent is honest in

answering the questions. This study took place in Dumlan, Maco, Davao de Oro of Mindanao in

the Philippines. Data were collected 1 week period and follow up in observations and research

journals to help clarify the certain concepts. In the sections below, I briefly provide more detail

about specific aspects of the study.

Data Collection

Data collection include 3 participants. I conducted 3 interviews. The average length of

each interview is 30 minutes.

Result and Discussion

Interviewing the respondents is my only way in collecting all the information gathered. I

will collect the data in one-on-one interview

References

De Guzman, A. B. (2006). Reforms in Philippine basic education viewed from key elements of

successful School-Based Management (SBM) schools. Educational Research for Policy and

Practice, 5, 55-71.

De Guzman, A. B. (2007). The serendipity of principalship: Meaning making of a Filipino

secondary school principal. Asia Pacific Education Review, 8(2), 216-223.

De Guzman, A. B. & Guillermo, M. L. T. L. (2007). The serendipity of principalship: Meaning-

making of a Filipino secondary school principal. Asia Pacific Education Review, 8(2), 216-223.

De Guzman, A. B. (2007). The

serendipity of principalship:
Meaning making of a
Filipino secondary school
principal. Asia Pacific
Education Review, 8(2), 216-
223.
De Guzman, A. B. (2006).
Reforms in Philippine basic
education viewed from key
elements of successful School-
Based Management (SBM)
schools. Educational
Research for Policy and
Practice, 5, 55-71.
De Guzman, A. B. (2006).
Reforms in Philippine basic
education viewed from key
elements of successful School-
Based Management (SBM)
schools. Educational
Research for Policy and
Practice, 5, 55-71.
De Guzman, A. B. (2006).
Reforms in Philippine basic
education viewed from key
elements of successful School-
Based Management (SBM)
schools. Educational
Research for Policy and
Practice, 5, 55-71. De Guzman, A. B. (2006). Reforms in
Philippine basic education viewed from key elements of successful School-Based Management
(SBM) schools. Educational Research for Policy and Practice, 5, 55-71.